Using Student Teams in the Classroom: A Faculty Guide
October 2000, Jossey-Bass
Beginning with the theory behind teamwork, the book suggests basic ways to incorporate collaboration and discussion into the college classroom, encourage effective communication, and help resolve conflict. It then moves into practical guidelines, examples, and activities and teaching tips for using student teams. The examples span twenty disciplines: architecture, behavioral ecology, ceramics, child and family studies, distance learning, education, engineering, English, fine arts, health and exercise science, higher education, human resource management, supply chain management, mathematics, nursing, nutrition, hospitality and food service management, public affairs, sociology, and writing. Finally, the authors have compiled several articles and a case study on performance in small groups and cooperative learning, along with a list of list of additional resources.
Instructors of any subject, of any class size, will be able to learn from and implement the important lessons in this book, thus offering their own students the cognitive, social, and collaborative skills that will aid them in their intellectual and professional endeavors.
Part I: Teamwork Theory and Discussion.
Chapter 1. Teamwork Theory and Discussion.
Part II. Building Effective Teams.
Chapter 2. Technology and Teamwork.
Chapter 3. Exercise for Students: How Do I Learn Best?
Chapter 4. Guidelines for Student Teams.
Chapter 5. Group Exercises.
Chapter 6. Managing Conflict.
Chapter 7. Team Evaluation.
Chapter 8. Top-Notch Tips for Team Learning.
Part III: Teamwork in the Disciplines.
Child and Family Studies.
Distance learning, Technology, and Teamwork.
English and Textual Studies.
Health and Exercise Science.
Nutrition and the Hospitality and Food Service.
Part IV: Articles/Resources.
Chapter 9. Enhancing Performance in Small Groups.
Chapter 10. Spectators and Gladiators: Reconnecting the Students with the Problem.
Chapter 11. Betty Mile’s Worst Nightmare: A Cooperative Learning Dilemma.
Ruth currently works at the Center for Support of Teaching and Learning at Syracuse University. Some of her activities include organizing Focus on teaching sessions for faculty, helping to coordinate the university’s Vision Fund Project, and working with faculty to improve teaching and learning on the campus.
SANDRA HURD is department chair and professor of law and public policy in the School of management at Syracuse University and serves as faculty coordinator of the university’s learning communities program. She continues to direct the freshman management course and developed a learning community program for firs-year students in management.
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